courses.uww.edu »

Undergraduate Special Education

Jump to Menu

Undergraduate Special Education

2014 Spring Term

Disclaimer

  • This course listing is informational and does not guarantee availability for registration.
  • Please click through to view the class schedule to see sections offered for your selected term.
  • Sections may be full or not open for registration. Please use WINS if you wish to register for a course.

3 Units

DISABILITY IN SOCIETY

Special Education 201

A study of the social construction of disability. This course focuses on the political and cultural context of disability. Particular attention is given to the issues of perception, mobility, accessibility, distribution of bio-resources, and the human condition as well as a process to assist individuals achieve comfortable, authentic, and more equal relationships with persons with disabilities.


3 Units

INTRODUCTION TO SPECIAL EDUCATION

Special Education 205

A survey course designed to familiarize students with the psychological, physiological and educational problems which confront persons who are cognitively disabled, gifted, emotionally disturbed, speech impaired, auditorily impaired, visually impaired, orthopedically and neurologically impaired.


3 Units

FOUNDATIONS OF SPECIAL EDUCATION

Special Education 324

The purpose of this course is to help students explore issues and perspectives related to basic theories in special education. The course also examines the legal and ethical implications surrounding special education, and the historical developments withing the field. This course will provide teacher education students with experiences that engage them in explicitly examining their conceptions, assumptions, and attitudes related to students with exceptional educational needs. Extensive consideration will be devoted to misconceptions about multicultural and bilingual aspects of special education as well as pedagogical approaches for including students with diverse learning styles and abilities in general eduation environments.


3 Units

CHARACTERISTICS OF CD/EBD/LD

Special Education 325

This course addresses the characteristics of cognitive disabilities, emotional/behavorial disabilities, and learning disabilities. The purpose of the course is to provide an overview of the theoretical and historical issues related to the three most common disabilities. Specific application of theory and history will be applied to all three areas looking at characteristics across the life span. Inter-relationships of the characteristics, needs and implication for practice will be covered.


3 Units

INTRODUCTION TO INDIVIDUALIZED DIAGNOSTIC ASSESSMENT OF EEN

Special Education 326

A core course providing an overview of educational assessment and diagnosis of those with disabilities. Emphasis is placed upon testing for IEP development, the teaching and implications of the educational evaluation for multidisciplinary team decision making.


3 Units

BEHAVIOR MANAGEMENT FOR THE INCLUSIVE CLASSROOMS

Special Education 360

The purpose of this course is to provide general strategies to promote effective behavior management in the inclusive educational environment. Focus will be on theories and practices for facilitating successful integration of children with disabilities in the regular education classroom or public school special education programs.


3 Units

INCLUSIVE METHODS OF INSTRUCTION

Special Education 361

This course is designed to help prospective special education teachers in grades K-12 learn to work effectively with students with mild disabilities. Instructional principles and strategies to provide quality instruction to help students become successful learners will be emphasized. Content emphasis includes models of instruction, and methods for delivering instruction including lesson planning and unit planning.


2 Units

EVIDENCE BASED EARLY INTERVENTION FOR INFANTS AND TODDLERS

Special Education 365

This course examines relevant theories and pertinent research pertaining to care of infants and toddlers with special needs within the family setting and in group care programs. Content includes an examination of legislative action that calls for intervention services for the birth to three population in natural settings, screening and assessment procedures, eligibility criteria for service delivery, working closely with and supporting families, and team collaboration styles. Mental health issues related to infants and toddlers are examined in relation to those who provide care to this population.


3 Units

MEDICAL ASPECTS OF DISABILITY

Special Education 376

Study of the medical, physiological, neurological, physical, developmental, and sensory characteristics of persons with physical or medical conditions which impact educational programming. Emphasis on the etiology and implications of genetic, prenatal and acquired causes of disabilities including cerebral palsy, genetic syndromes, medical fragility, technology dependency, AIDS, and perinatal drug exposure. Interdisciplinary approaches to services provided for persons with complex attendance needs are addressed.


2 Units

PHASE 3 PORTFOLIO

Special Education 380

This course assists teacher candidates to develop their phase 3 portfolio which includes a philosophical statement which addresses DPI's core values; three narratives in the areas of assessment, instruction, and communication and collabration; and three to nine student-selected artifacts selected from course projects or related artifacts across the college and Department of Special Education, prior to their entrance into the Directed Teaching Block that provide evidence of the attainment of knowledge and skills related to WTS and CEC/NCATE standards.


3 Units

TRANSITION PROGRAMMING FOR STUDENTS WITH DISABILITIES

Special Education 406

Identification of specific strategies for overcoming attitudinal and technical barriers to vocational mainstreaming of special needs students. Content includes values clarification, vocational assessment, vocational IEP development, and elementary and secondary vocational models in delivering appropriate vocational services to EEN students. Content covers grades K-12.


3 Units

ADVANCED BEHAVIOR INTERVENTION STRATEGIES

Special Education 440

The purpose of this course is to provide special educators with the knowledge and skills to intervene with children with intense patterns of behavior that prevent the student from accessing the general education classroom. Techniques for conducting functional behavior assessments and designing behavior intervention plans will be provided. In addition, legal aspects regarding behavior intervention will be provided.


3 Units

INTERVENTION FOR CHILDREN WITH EBD

Special Education 450

The purpose of this course is to provide intervention strategies for working with children with severe emotional/behavioral disorders. Strategies related to AODA, social skills curriculum, abuse/neglect, juvenile corrections, and medication management will be presented. In addition, methods for creating effective program models will be presented.


3 Units

COLLABORATION FOR EFFECTIVE INSTRUCTION

Special Education 458

This course develops student's skills and understanding of the laws pertaining to students with disabilities, writing individualized instructional plans, inclusion, collaboration and school-based team membership, and adaptation and modifications of instruction. Students also develop their personal philosophy of education including beliefs about teachers, students, diversity, community, inclusion, etc. and a profile of their role as a team member through the use of a variety of self-assessment tools and the use of a cooperative learning structure (base teams) for the course.


3 Units

FORMAL ASSESSMENT FOR YOUNG CHILDREN

Special Education 461

This class provides the students with knowledge of the legal and ethical considerations related to the assessment of young children (Birth through age eight). Students will acquire skills related to developmental screening, determination of eligibility for special education, conducting norm-referenced assessments, writing reports, and communication with parents and other professionals. Prereq: Completion of all prior Early Childhood Education courses and restricted to students with professional ed admission and ECE majors.


3 Units

EDUCATIONAL-DIAGNOSIS AND ASSESSMENT IN LD, E/BD, CD

Special Education 462

A course to develop advanced diagnostic skills for elementary through secondary mild/moderate disabled (LD, ED, MR) individuals. Particular emphasis is placed upon the assessment of cognitive, academic, developmental and behavioral skills that affect classroom performance. The application of advanced trend analysis and data synthesis techniques for special education placement and program planning is stressed and current issues and trends are discussed.


3 Units

CURRICULUM/METHODS COGNITIVE DISABILITIES - FUNCTIONAL

Special Education 465

For persons who will be working with individuals who have moderate and/or severe disabilities. Provides methods, strategies and techniques in assessment, curriculum development, program design, instructional strategies, material development, and community transition for the population with moderate disabilities. A major focus will be on all aspects of functional programs across home, school, community and vocational environments.


3 Units

WORKING WITH PARENTS OF EXCEPTIONAL CHILDREN & COMMUNITY AGENCIES

Special Education 466

Provides insight into the adjustment problems of individuals with disabilities in the home and school environments. Particular emphasis upon consultation and supportive skills to aid the person and their parents in dealing with school or agency personnel and programs.


2 Units

STUDENT TEACHING SEMINAR

Special Education 470

The seminar provides a meaningful capstone experience for student teachers during their professional teaching semester. Current research, issues, and strategies specific to the field of special education and the teaching professional are presented.


2 Units

PHASE 4 PORTFOLIO

Special Education 480

This course assists teacher candidates to develop their phase 4 portfolio which includes a philosophical statement which addresses DPI's core values; three narratives in the areas of assessment, instsruction, and communication and collaboration; and three to nine student-selected artifacts selected from field-based experiences with children (special education fieldwork, general education fieldwork, and student teaching) that provide evidence of the attainment of knowledge and skills related to WTS and CEC/NCATE standards. At the end of the seminar, teacher candidates will present the portfolio to an interdisciplinary group of UW-W faculty and staff.


3 Units

ACADEMIC INTERVENTION I

Special Education 486

The course is about reading for students with problems and disabilities through the use of theories, models, and specific research-based programs in phonemic awareness, decoding, reading and comprehension. We will examine the processes and skills children and adolescents engage in to read and understand literature and content within the curriculum. Specifically the difficulties encountered by students with language and learning differences will be reviewed and research providing "best practices" in teaching phonemic awareness, reading, decoding, and comprehension as a tool for literacy development will be emphasized. Students will develop personal philosophies and review and implement instructional strategies for teaching the development and fluency aspects of phonemic awareness, reading, decoding, and comprehension withing the special and regular curriculum.


1-10 Units

WORKSHOP

Special Education 490

Variable topics. Group activity oriented presentations emphasizing `hands on` and participatory instructional techniques.


1-3 Units

INDEPENDENT STUDY

Special Education 498

Study of a selected topic or topics under the direction of a faculty member. Repeatable for a maximum of 9 credits in degree. Prereq: Consent of instructor.

Jump to Top

Catalog Selection

Course Navigation

Go ToGo To ResetReset

Class Filter

RefreshRefresh ResetReset

Links